2015-03-31T14:00:26ZHoe stimuleer en begeleid je beter het leren van professionals?http://hdl.handle.net/1820/4782
Title: Hoe stimuleer en begeleid je beter het leren van professionals?
Authors: Boon, Jo; Lansu, Angelique; Ehlen, Corry; Kluijfhout, Eric; Kester, Liesbeth; Wolff, Charlotte; Berkhout, Jeroen
Abstract: Leren en blijven leren is voor professionals een noodzakelijke manier om bij te blijven in hun vak en om er tegelijk voor te zorgen dat hun positie op de arbeidsmarkt en in de organisatie waar ze werken versterkt wordt. De vraag is: wat leren professionals? Wat triggert hen tot leren? En hoe ziet dat leren er concreet uit? Voor veel bedrijven is continue innoveren essentieel geworden om te kunnen overleven. Dat betekent dat het vermogen tot leren en veranderen van de medewerkers van strategisch belang is geworden voor organisaties. En alles wat strategisch relevant is, daar moet op gestuurd worden. Maar leren laat zich lastig sturen, hooguit kunnen managers het leren stimuleren en faciliteren. Van professionals wordt verwacht dat ze inzake hun leren en professionele ontwikkeling over een proactieve en zelfsturende houding beschikken. De vraag is echter of professionals daadwerkelijk zelf de regie kunnen/willen voeren over hun professionele ontwikkeling, en deze vraag staat centraal in de masterclass. We onderscheiden daarbij verschillende aspecten in de zelfsturing van het leren, met betrekking tot de inhoud van het leren, met betrekking tot de vormen van leren en met betrekking tot de mate waarin leren en innoveren samenvallen (intrapreneurship).
Description: Boon, J., Kluijfhout, E., Kester, L., Wolff, C., & Berkhout, J. (2012, 30 November). Hoe stimuleer en begeleid je beter het leren van professionals? [How to stimulate and support better the learning of professionals?].
Masterclass in the OpenU community. Open Universiteit, Heerlen, The Netherlands. Available at http://portal.ou.nl/en/web/masterclass-ow-281112/aankondiging; Ehlen, C. (2012, 4 December). Leren innoveren? Investeer in sociaal kapitaal [Learning to innovate? Invest in social capital]. Presentation at the masterclass 'Hoe stimuleer en begeleid je beter het leren van professionals' How to stimulate and support better the learning of professionals?], Heerlen, The Netherlands.; Lansu, A. (2012, 4 December). Leren voor Duurzame Ontwikkeling - casus Water Management [Learning for sustainable development - casus Water Management']. Presentation at the masterclass 'Hoe stimuleer en begeleid je beter het leren van professionals' [How to stimulate and support better the learning of professionals?], Heerlen, The Netherlands.2013-01-28T00:00:00ZChanging Professional Demands in Sustainable Regional Development: A Curriculum Design Process to meet Transboundary Competencehttp://hdl.handle.net/1820/4472
Title: Changing Professional Demands in Sustainable Regional Development: A Curriculum Design Process to meet Transboundary Competence
Authors: Lansu, Angelique; Boon, Jo; Sloep, Peter; van Dam-Mieras, Rietje
Abstract: Within a region, public sector organisations, private sector organisations and knowledge institutions all have a stake in finding novel ways to face tomorrow’s demands. In this paper we focus on the enhanced role of universities within the social network of our increasingly knowledge based society. The regional level of this study is the cross-border Rhine-Scheldt Delta and its knowledge network on sustainable innovations in water management. The challenge of sustainable development implies a frequent crossing of boundaries between disciplines and stakeholder perspectives and leads to what is called transboundary competence. This paper considers the implications of changing professional demands in the domain of sustainability from the point of view of the university. It addresses the research questions: How can a university incorporate transboundary competence in its view on learning and curriculum development? And how can the academic quality of learning outcomes be guaranteed in such curricula designed to meet the needs of stakeholders? Proposed is a design process based on open curriculum development in interaction with the workfield. The design process has been tested in the design of a blended learning Master in Delta Water Management.
Description: Lansu, A., Boon, J., Sloep, P. B., & Van Dam-Mieras, R. (Accepted). Changing Professional Demands in Sustainable Regional Development: A Curriculum Design Process to meet Transboundary Competence. Journal of Cleaner Production. [Special Issue: Learning for Sustainable Development in Regional Networks] (2012). DOI: http://dx.doi.org/10.1016/j.jclepro.2012.10.0192012-10-15T00:00:00ZGenetic diversity, evolutionary history and implications for conservation of the lion (Panthera leo) in West and Central Africahttp://hdl.handle.net/1820/4311
Title: Genetic diversity, evolutionary history and implications for conservation of the lion (Panthera leo) in West and Central Africa
Authors: Bertola, L. D.; Van Hooft, W. F.; Vrieling, K.; Uit de Weerd, D. R.; York, D. S.; Bauer, H.; Prins, H. H. T.; Funston, P. J.; Udo de Haes, H. A.; Leirs, H.; Van Haeringen, W. A.; Sogbohossou, E.; Tumenta, P. N.; De Iongh, H. H.
Abstract: Aim: In recent decades there has been a marked decline in the numbers of African
lions (Panthera leo), especially in West Africa where the species is regionally
endangered. Based on the climatological history of western Africa, we hypothesize
that West and Central African lions have a unique evolutionary history, which is
reflected by their genetic makeup.
Location: Sub-Saharan Africa and India, with special focus on West and Central
Africa.
Method: In this study 126 samples, throughout the lion’s complete geographic
range, were subjected to phylogenetic analyses. DNA sequences of a
mitochondrial region, containing cytochrome b, tRNAPro, tRNAThr and the
left part of the control region, were analysed.
Results: Bayesian, maximum likelihood and maximum parsimony analyses
consistently showed a distinction between lions from West and Central Africa and
lions from southern and East Africa. West and Central African lions are more
closely related to Asiatic lions than to the southern and East African lions. This
can be explained by a Pleistocene extinction and subsequent recolonization of
West Africa from refugia in the Middle East. This is further supported by the fact
that the West and Central African clade shows relatively little genetic diversity and
is therefore thought to be an evolutionarily young clade.
Main conclusions: The taxonomic division between an African and an Asian
subspecies does not fully reflect the overall genetic diversity within lions. In order to conserve genetic diversity within the species, genetically distinct lineages
should be prioritized. Understanding the geographic pattern of genetic diversity is
key to developing conservation strategies, both for in situ management and for
breeding of captive stocks.2011-01-01T00:00:00ZCompetences for climate education in a virtual mobility settinghttp://hdl.handle.net/1820/4310
Title: Competences for climate education in a virtual mobility setting
Authors: Pérez Salgado, Francisca; De Kraker, Joop; Boon, Jo; Van der Klink, Marcel
Abstract: Students, citizens and professional practitioners have significant roles in addressing climate change issues. This requires additional competences over and above disciplinary scientific knowledge and related technical skills. This paper introduces two innovative, complementary competences in relation to climate change education, i.e., ‘transboundary’ and ‘intervention’ competences. The authors describe the open access Masters track of the ‘Lived experience of climate change’, in which these innovative competences can be acquired. For transboundary competence, the diversity of perspectives on the climate change issue is a crucial element in the learning process and outcome. By relating the diversity of their own perspectives on ‘lived experience’, students are encouraged to relate abstract scientific knowledge to knowledge gained through personal, local and social experience, across the boundaries of scientific disciplines and communicating with a diverse group of stakeholders. Intervention competence focuses on the ‘problem-solving’ aspect in countering climate change, as a next step following transboundary competence. This involves political-strategic thinking, combined with personal and individual goal-directedness (strategic decision making), appreciating the importance of networking or the professional labour market, and paying attention to policy assessments and policy scenarios in climate change issues. The authors regard these two additional competences, intervention competence and transboundary competence, as crucial and inseparable elements in a climate change curriculum.2012-01-01T00:00:00ZPromoting the Learning Mobility of Future Workers: Experiments with Virtual Placements in University-Business Arrangements.http://hdl.handle.net/1820/3378
Title: Promoting the Learning Mobility of Future Workers: Experiments with Virtual Placements in University-Business Arrangements.
Authors: van Dorp, C.A.; Herrero de Egaña y Espinosa de los Monteros, A.; Lansu, A.; Kocsis Baán, M.; Virkus, S.
Abstract: Virtual placements are learning arrangements, which generate new possibilities for accumulating professional (work-based) knowledge. Virtual placements are beneficial in many ways; they merit increased training opportunities, exposure to not/never-thought-of occupations, integration of disadvantaged individuals, and preparation of, and blending with, physical placements. This paper reports about multi-country experiments with technology-enabled remote access to work, as a contribution to the work-based learning and professional mobility of students. The central question is: how may virtual placements be arranged so as to bring a contribution to the development of professional skills and competences? This paper first addresses the contribution of traditional placements, followed by the strengths and weaknesses of virtual ones. Next, real pilots with virtual (work-based) arrangements, are described. Regular universities experiment with virtual placements in on-campus courses and curricula, in frame of self-organised learning, whereas open universities experiment with virtual placements in off-campus courses and curricula, in frame of social-collaborative and networked learning. Subsequently, the results of the different arrangements, their pros and cons, are described. Final conclusions from the study are drawn on the development of professional skills and competences in students, the implemented didactics and the technology applied. ---- In Dutch ---- Virtuele stages zijn leerovereenkomsten die nieuwe mogelijkheden creëren om professionele (werkgebaseerde) kennis te verzamelen. Virtuele stages hebben vele voordelen omdat ze de opleidingskansen verhogen, toegang tot moeilijke of als voor onmogelijke gehouden banen bieden en de voorbereiding op praktijk- en gemengde stages (virtueel-praktijk) vergemakkelijken.
Dit artikel is een verslag over experimenten die in verschillende landen zijn uitgevoerd waarbij systemen met toegang op afstand voor het werk zijn toegepast om het leren op de werkplek en de beroepsmatige mobiliteit van studenten te stimuleren. De kernvraag is hoe virtuele stages moeten worden uitgevoerd om de ontwikkeling van beroepsvaardigheden te bevorderen?
In het artikel worden eerst de bijdragen van traditionele stages besproken en de voor- en nadelen van virtuele stages plaatsingen besproken. Vervolgens wordt ingegaan op enkele pilot-studies met virtuele (werkgebaseerde) overeenkomsten. Universiteiten voeren proeven uit met virtuele stages in vakken en leerplannen op de faculteit binnen het kader van zelfgeorganiseerd leren terwijl open universiteiten experimenteren met virtuele stages in vakken en studieprogramma’s buiten de faculteit om binnen het kader van collaboratief sociaal leren en netwerkleren. Hierna worden de resultaten van de verschillende overeenkomsten en hun pro’s en contra’s beschreven. Er worden enkele eindconclusies getrokken uit het onderzoek met betrekking tot de ontwikkeling van beroepsvaardigheden bij studenten alsook met betrekking tot de toegepaste didactiek en technologie.2010-12-01T00:00:00ZDelimitation and phylogenetics of the diverse land snail family Urocoptidae (Gastropoda: Pulmonata): A reunion with Cerionhttp://hdl.handle.net/1820/2771
Title: Delimitation and phylogenetics of the diverse land snail family Urocoptidae (Gastropoda: Pulmonata): A reunion with Cerion
Authors: Uit de Weerd, Dennis R.
Abstract: The extreme morphological diversity in the land-snail family Urocoptidae has complicated its delimitation
from other land-snail families, and has obscured its intra- and interfamilial phylogenetic
relationships. Using an independent dataset of 28S rRNA DNA-sequence data, I tested morphologybased
hypotheses about these relationships. These data refute the recent placement of the Australian
genus Coelocion within the Urocoptidae. Instead, they provide strong support for a North American/
circum-Caribbean clade, to be named Urocoptoidea (new superfamily), which consists of the families
Urocoptidae and Cerionidae. In all optimal trees (maximum likelihood, maximum parsimony and
Bayesian), Cerion is nested among New World Urocoptidae, rather than occupying a basal position as
their sister group. Even so, the monophyly of the New World Urocoptidae could not be statistically
rejected. Judging from the fossil record, the superfamily Urocoptoidea originated in the southwestern
part of the North American continent, where it was widespread by the late Cretaceous. The
Antillean Urocoptoidea most likely constitute three separate lineages that may have been carried
eastward on the proto-Antillean island arc, which started in the late Cretaceous from a position near
the SW North American landmass. Shell characters used in urocoptid classification are re-evaluated
in the light of these results, and consequences for taxonomy and implications for evolutionary
research are discussed.2008-11-01T00:00:00ZMolecular phylogenetic relationships of Inchoatia taxahttp://hdl.handle.net/1820/2770
Title: Molecular phylogenetic relationships of Inchoatia taxa
Authors: Uit de Weerd, Dennis R.; Schneider, Dennis; Gittenberger, Edmund
Abstract: The molecular phylogenetic relationships between nominal (sub)species within the Greek land snail genus Inchoatia are examined.2009-07-09T00:00:00ZSummarizing data on the Inchoatia taxa, including Inchoatia megdova bruggeni subspec. nov. (Gastropoda, Pulmonata, Clausiliidae)http://hdl.handle.net/1820/2769
Title: Summarizing data on the Inchoatia taxa, including Inchoatia megdova bruggeni subspec. nov. (Gastropoda, Pulmonata, Clausiliidae)
Authors: Gittenberger, Edmund; Uit de Weerd, Dennis R.
Abstract: An annotated checklist for the genus Inchoatia is provided. The old distributional data are converted into modern geographical names and completed with UTM codes. A new subspecies is described as Inchoatia megdova bruggeni subspec. nov.2009-07-09T00:00:00ZCompetences and competence-based learning for sustainable developmenthttp://hdl.handle.net/1820/2409
Title: Competences and competence-based learning for sustainable development
Authors: De Kraker, Joop; Lansu, Angelique; Van Dam-Mieras, Rietje
Abstract: In the context of education for sustainable development (ESD), there is extensive literature on what should be taught and learned in terms of knowledge, skills and values. What stands out in most of this literature is a prominent attention to values. The underlying idea is that value education is needed to prepare students for a role as ‘agents of change’, able and willing to transform our current society into a more sustainable one. What is strikingly absent from these approaches to ESD is the notion that there may be a valid diversity in perspectives on sustainable development, whereas this diversity is in fact a key feature of sustainable development in a pluralistic society. In the transition towards a sustainable (or at least more sustainable) society, the ability to deal with this diversity of perspectives will thus be crucial. We therefore argue that the key competence for academic professionals to successfully contribute to sustainable development will be their ability to think, communicate, learn and collaborate across the boundaries that divide these perspectives. We refer to the ability to cross such boundaries as ‘transboundary competence’. This chapter applies the principles of competencebased learning to identify the characteristics of learning environments in which this competence can be developed.2007-12-01T00:00:00ZIntroductionhttp://hdl.handle.net/1820/2402
Title: Introduction
Authors: De Kraker, Joop; Lansu, Angelique; Van Dam-Mieras, Rietje
Description: Introduction to the book. No abstract available.2007-12-01T00:00:00Z